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Independent Study Course Syllabus
Instructor: Dennis Janzen, Ph.D.
Phone Number: 559-287-8389
Email: [email protected]
Other: http://www.eliteperformance21st.com/
Number of Graduate Semester Units: 3
Target Grade Level: K - 12th grade
Course Access: http://ce-online.fresno.edu
Contact Address: 5478 Night Heron
Drive, Blaine, WA., 98230
Course Description
This online course will introduce students to many principles of coaching that are applicable
across sports. The text is based on knowledge from the sport sciences integrated with the
wisdom of master coaches. It espouses Human Kinetics Coach Education philosophy of
Athletes First, Winning Second and explains how you can put that perspective into action.
The Human Kinetics Coach Education program is in line with the highest national standards
as set by the legislature, Department of Education, California Interscholastic Federation and
National Federation of State High School Association.
IMPORTANT NOTE: Enrollment in this course is a two part process: a) Register for this
course through Fresno Pacific University, so you receive continuing education credits, b)
Register for this course through Human Kinetics, so you have access the online course
material and textbook. Your fees to Fresno Pacific University do NOT include the Human
Kinetics Coach Education online course material and textbook. Please refer to the Human
Kinetics Coach Education website for more information and to register:
http://www.asep.com/asep_content/org/FPU.cfm.
ATH 904A/HBA 903A – Principles of Coaching (American Coaching Effectiveness
Program)
If this is the course you registered for, this course is fully online and requires registration
through Fresno Pacific University in order to receive university academic credit.
Course Dates
Self-paced; students may enroll at any time and take up to one year to complete assignments.
You have up to one year from the date of registration, and no less than three weeks (one week
per credit), to complete the course.
Center for Professional Development 1717 S. Chestnut Ave.
Fresno, CA 93702-4709 (800) 372-5505
http://ce.fresno.edu
ATH 904 (904A) – Coaching: General Principles and Fundamentals
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Course Materials
Before beginning the course, you are to purchase the required textbook and booklets.
Required Textbook: “Teaching Character Through Sport: Developing a Positive Coaching
Legacy”, by Bruce Brown. The text is to be purchased from ProActive Coaching LLC
through its website. The web address is: www.proactivecoaching.info.
Required Booklets depending on the reading selected (Note: each is obtained through
www.proactivecoaching.info.
2. Motivational Strategies for Coaches
3. Life Lessons for Athletes – Lessons athletes should learn from sport
4. Captains, Seven Ways to Lead Your Team
5. First Steps to Successful Teams –Core Covenants
6. Compete – Traits of Elite Competitors
7. The Impact of Trust
8. Playing With Confidence – For Athletes to Read and Coaches to Teach
9. Turning Around Athletic Programs
NOTE – OBTAINING NECESSARY READING MATERIALS
Ordering the required text (Teaching Character Through Sport: Developing a Positive
Coaching Legacy) plus the selected readings booklets should be done through the following
website:
www.proactivecoaching.info
In addition, examine the reading list located in the Analysis-Reaction Paper section of the
course and determine which of the booklets you will need/want to order so you can complete
the additional Analysis-Reaction paper portion of the course. Each of the booklets is also
available through ProActive Coaching LLC at www.proactivecoaching.info
All other course materials will be available on the course website.
NOTE: The student is encouraged to obtain and read all reading selections listed even though
they may not be required for completion of the course. Great coaches never stop seeking to
improve and learn. I highly recommend each ProActive Coaching booklet or text for your
continued professional development and effectiveness.
Dennis Janzen, Ph.D.
Psychology of Sport; Univ. of Southern California
Four-time National Coach of the Year
Six-time National Champion
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Technology Requirements: (For online and web-based courses)
In order to successfully complete the course requirements, course participants will need
Internet access, be able to send and receive email, know how to manage simple files in a word
processing program, and have a basic understanding of the Internet.
Please remember that the instructor is not able to offer technical support. In the event that you
need technical support, please contact your Internet Service Provider.
Moodle:
This course will be delivered totally online. Moodle is a learning management system
that provides students access to online resources, documents, graded assignments,
quizzes, discussion forums, etc. with an easy to learn and use interface. To learn more
about Moodle go to: (http://docs.moodle.org/en/Student_tutorials)
Getting Help:
If you need help logging on to the Moodle site, contact The Help Desk at Fresno
Pacific University by telephone 1-559-453-3410 or by email [email protected].
Course Requirements and Schedule of Topics and Assignments
In addition to the NASPE (SHAPE), NSSC, and NBPTS standards mentioned in the
STANDARDS-BASED INSTRUCTION section, the following assignments strongly support
the California State Board of Education Physical Education Framework related to Character
Development.
Education has for its object the formation of character."
- Herbert Spencer
The Physical Education Framework seeks to strengthen character with "a sequential,
developmental, age-appropriate physical education program designed to provide students with
the knowledge and ability needed to maintain an active, healthy lifestyle. The framework
places a strong emphasis on maintaining a positive self-image and helps students strive to
become the best that they can be through planned physical activities. In the area of social
development, the framework advocates "students develop appropriate social behaviors by
working independently and with others during planned activities.
This course is comprised of the following possible activities. Please complete your selected
assignments in the order presented below:
1. ANALYSIS-REACTION PAPERS – Select reading assignments from text sources
relative to each area. Each reading will focus on a specific, practical subtopic
typically encountered within the athletics coaching world relative to a broad range of
issues and expectations which arise from the coaching profession. Each subtopic will
be developed with an emphasis on real world analyses and application of current sport
psychology/coaching literature.
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a. 3 required readings from the list provided. Each selected reading will be
responded to via a 2 page "Analysis-Reaction" paper. Each A-R paper will
include a summary and application-based reaction to a topic related to coaching.
b. 7 selected readings from the list provided. Each selected reading will be
responded to via a 2 page "Analysis-Reaction" paper. Each A-R paper will
include a summary and application-based reaction to a topic related to coaching.
Upon completion of the readings and Analysis-Reaction papers, the student will select three
exercises from the following choices:
After completion of the selected readings and corresponding Analysis-Reaction papers,
the student may select and complete any two of the following activities
1. JOURNAL - Maintenance of a journal for 10 days of observing team practices,
competitions, and/or other direct team experiences and interactions. This can be with
your own team or someone else's team. Please, as a matter of protocol, be sure to seek
a coaches permission prior to observing/studying his/her team if you plan to not use
your own team.
a) Minimum daily entry length will be approximately 1 page. Please type, if
possible, though not required. The student is encouraged to use a word
processor in order to allow for additional editing if desired at a later date.
b) Journal entries must be limited to topics relevant to the specific topic of
character.
c) Observation days need NOT be consecutive.
d) Reference to selected readings will be encouraged within the text of your
journal entries. References, if used, must include the author's name,
book/journal title, year published, and page reference (e.g. Le Unes and
Nation, Sport Psychology, p. 274, 1996). References to research studies
mentioned within the selected readings must include only the mentioned
researcher's name and year of study (e.g. Smith, 1986).
e) The daily "journaling" experience will be intended to develop a more
developmental, analytical, and reflective approach to the application of sound
character formation principles in successful coaching.
f) Daily journal entries will be presented within a lightly structured framework
designed to help guide the student in their evaluative and reflective processes.
"Good coaches understand the game. Great coaches understand the game and their
athletes and how to teach both." Bruce Brown
2. Philosophy of Coaching - One of the most important things which you will ever do as
a coach will be to develop an effective philosophy of coaching which will serve as
your primary guideline throughout your career. This philosophy will be the greatest
single influence on you as you determine the direction of your program both for the
short term as well as the long term. By articulating and synthesizing your philosophy
in writing, this exercise will serve to help you crystallize your coaching philosophy.
The writer is strongly encouraged to develop a philosophy of coaching which is
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compatible with their personality and ability strengths. Any profession is full of
desirable role models. The coaching profession is no exception. REMEMBER - try to
learn from the best, but do it within the parameters of your own personality and
circumstances. Do not try to be someone you're not.
Procedure for writing your Philosophy of Coaching
You, the coach are to formulate 10 questions. Examples of question areas are below.
You may formulate questions from any or all of the below areas, or formulate your
own.
• The role of athletics in an educational institution.
• The purpose of athletics in general.
• The justification for the existence of organized athletics.
• Your perception of what the goals of your athletes should be in athletics.
• The degree of emphasis on winning and losing.
• Your responsibilities as a coach.
• Your personal goals as a coach.
• The relationship between you and your athletes.
• Methods of motivation and communication with athletes.
• Discipline.
• Your philosophy of playing time for each athlete.
• Your philosophy of playing time as it relates to injuries.
• Your philosophy of practice, and games.
• Steroids and other drugs.
• Player conduct in school and during athletic events.
• Your relationship with parents, boosters, other coaches of other sports, school
support personnel, and administrators.
• In-season philosophies compared with off-season philosophies.
From the set of questions you have selected or formulated, write a 5 page Philosophy
of Coaching paper expressing your own philosophy of coaching as it relates to you as
a professional.
3. COACH INTERVIEW - Interview a coach who has been coaching at least 5 years.
Attempt to locate a coach whom you feel has been successful. Analyze the coach's
responses to your questions in light of the readings you have done for this course on
the fundamentals of coaching. Observe the coach in action for at least 1 practice
session or game. Since many coaches do not have an accurate perception of their
practice or game behaviors, see if any inconsistencies exist between the coach’s self-
perceptions of behavior as indicated from their interview, and their observed behavior
in a practice or game setting. Also, identify the coach’s strengths in terms of how you
perceive their philosophy of coaching.
Develop a list of 10 questions related to the fundamentals and principles of coaching.
Ask the coach each of these 10 questions (as appropriate) from three different
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perspectives: 1) When they first were an athlete, 2) When they first started coaching,
and 3) now as a more experienced coach.
Examples:
1. How important a role does the coach play in developing leadership in their
athletes?
2. What techniques are the most effective in developing leadership in their athletes?
3. What techniques are the most effective in developing team cohesion in their
athletes?
4. How important is team cohesion to the success of your team?
5. What are the most important characteristics of a great team leader?
Based on the coach’s answers to the 10 questions you formulated for the interview,
plus your own observations of the interviewed coach in action, write a 2-3 page
summary of your findings and insights.
"Sport does not provide us with many answers to the issues of life, but rather provides
us with one of the richest fields for asking the questions." Drew Hyland
4. PRACTICE PLAN PREPARATION - In the following pdf-web article there is an
excellent discussion on the development of effective practice drills and plans.
‘Insights on Practice Planning and Organization’ by Agcaoili
Utilizing these guidelines, develop practice plans for any two of the three types of
practice plans for a sport of your choice. These two practice plans should be designed
for any two of the following three situations, respectively:
o Preseason practice (two weeks before your first regular season contest).
o Midseason practice (day before an important contest).
o Mid or post season practice (two days before a major contest).
NOTE: No practice should be longer than 2 1/2 hours long.
For EACH practice plan, include:
o The practice plan itself, written up as you would have it available to use for your
own practice. (1 page maximum) It is strongly suggested that the coach develop a
daily practice plan form on which he/she can write each daily plan. See example
in the article.
o The general theme/objective/emphasis of the day’s practice.
o An explanation of why you designed each drill/element for your practice the way
you did. (1 page maximum)
5. QUALITIES OF A COACH - Just as most coaches find it easy to list the desirable
qualities of their ideal student-athlete, an honest self-assessment of your own
perceived qualities as a coach, set alongside your list of desirable qualities of a coach
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can be a valuable exercise from which to develop strategies of coaching improvement.
Below are a set of simple exercises designed to serve as vehicles by which the
coaching can begin to better understand his/herself within the context of the coaching
profession. These exercises are designed to serve as catalysts for coaching staff
discussions re. developing common/compatible philosophies and working
relationships going into the upcoming season.
For each of the following exercises, please do the following:
Qualities of a Coach Exercise
1) Have yourself and/or each coach on the staff list 10 qualities of their concept of the
ideal head coach and ideal assistant coach. Individually, or as a group, share (if
appropriate) and discuss these lists with each other in light of your own perceptions of
yourself, and each other. You may even want to develop personal and coaching staff
strategies for change and personal improvement.
2) Write a one page reflection of your experience from this exercise.
Worst and Best Moment in Coaching Exercise
1) Have each coach on your staff briefly describe to the group of coaches in two minutes
or less their two worst moments in coaching, and their two best moments in coaching.
These descriptions are to be of very specific incidents, or situations which they actually
experienced themselves. From these descriptions, begin to discuss with the coach why
he/she felt these specific incidents/situations were the worst or best of their coaching
experience.
2) This exercise will potentially accomplish the following:
• Insight into each coaching staff's coaching priority system and coaching goal
structure (e.g. what they value in the coaching experience).
• Improved staff cohesion through better understanding of motivations driving each
coaching colleague.
• Facilitation of dialogue by the coaching staff in terms of developing a unified,
consistent coaching philosophy for the upcoming season.
3) Write a brief, one page review and reflection of your experience from this exercise.
National Content / Common Core Standards
The assignments contained in this course are closely aligned to National Content Standards in
Physical Education for grades Kindergarten through 12th grade.
"Standards are an enduring commitment, not a passing fancy."
- California State Board of Education
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National Association for Sports and Physical Education (NASPE)
(www.aahperd.org/naspe)
The following content standards listed by the National Association for Sports and Physical
Education NASPE are addressed throughout this course. Specific standards are identified
with various assignments presented in the course materials.
NASPE appointed the Outcomes Committee to answer the question, "What should students
know and be able to do?" The Outcomes Project culminated in the development of a
definition of the physically educated person. This definition included five major focus areas:
Has learned skills necessary to perform a variety of physical activities
Is physically fit
Does participate regularly in physical activity
Knows the implications of and the benefits from involvement in physical activities
Values physical activity and its contribution to a healthful lifestyle
Education has for its object the formation of character."
- Herbert Spencer
The Physical Education Framework seeks to strengthen character with "a sequential,
developmental, age-appropriate physical education program designed to provide students with
the knowledge and ability needed to maintain an active, healthy lifestyle. The framework
places a strong emphasis on maintaining a positive self-image and helps students strive to
become the best that they can be through planned physical activities. In the area of social
development, the framework advocates "students develop appropriate social behaviors by
working independently and with others during planned activities.
Student Learning Objectives / Outcomes (SLO)
The athletic coach and/or scholar will engage in the following learning outcomes in a manner
consistent with Standards 5 and 6 as prescribed by the NASPE (SHAPE). The following
prescribed domains and associated standards from the National Standards for Sport Coaches
(NSSC) are also reflected in the following SLO’s (NSSC Domain 1 - Standards 1-4; Domain
4 – Standards 16-18; Domain 5 – Standards 19-26):
1) The athletic coach and/or scholar will analyze and apply correct principles of team and
practice organization within the competitive sport context.
2) The learner will identify and analyze crucial factors involving a sound psychological
approach to the study of teaching in sport.
3) The learner will identify and analyze the elements of effective leadership relative to the
success for the participant.
4) The learner will identify and analyze the impact in terms of lifestyle unique to the coach,
his/her family, and significant others.
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5) The learner will develop an understanding of desirable qualities of a successful head
coach and assistant coach.
6) The athletic coach and/or scholar will analyze and identify the complex ethical
considerations relative to the coaching profession.
Evidence of Learning
This section describes what the instructor will be looking for in the student’s work to
determine whether or not they achieved the course objectives.
Number
of the
Student
Learning
Outcome
(SLO)
What assignments
will be used to ensure
that students have the
opportunity to learn
this?
How will you assess how well your students learned
this?
1 Analysis-Reaction
papers (5); 10 day
Journal; Philosophy of
Coaching paper;
Successful Coach
Interview; Practice
Plan Preparation;
Based on:
1. written review, reaction, and reflection to
assigned readings that discuss the formation of
sound practice planning in sport.
2. Responses to interview questions from
experienced coaches on preparing sound
team/individual practice plans
3. Synthesis of coaching issues in sport.
2 Analysis-Reaction
papers (5); 10 day
Journal; Philosophy of
Coaching paper;
Successful Coach
Interview; Qualities of
a Coach
Based on:
1. written review, reaction, and reflection to
assigned readings that discuss teaching the
technical and tactical essentials in sport.
2. Responses to interview questions from
experienced coaches teaching the technical and
tactical essentials in sport.
Synthesis of teaching the technical and tactical
essentials in sport.
3 Analysis-Reaction
papers (5); 10 day
Journal; Philosophy of
Coaching paper;
Successful Coach
Interview; Qualities of
a Coach
Based on:
1. written review, reaction, and reflection to
assigned readings that discuss the relationship
between performance and leadership in sport.
2. Responses to interview questions from
experienced coaches on the performance-
leadership relationship in sport
3. Synthesis of leadership development in sport.
4 Analysis-Reaction
papers (5); 10 day
Journal; Philosophy of
Coaching paper;
Successful Coach
Based on:
1. written review, reaction, and reflection to
assigned readings that discuss the demands on
family for the coaches family.
2. Responses to interview questions from
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Interview; Qualities of
a Coach
experienced coaches on the typical lifestyle
issues facing coaches in sport
3. Synthesis of coach lifestyle issues in sport.
5 Analysis-Reaction
papers (5); 10 day
Journal; Philosophy of
Coaching paper;
Successful Coach
Interview; Qualities of
a Coach; Practice Plan
Preparation
Based on:
1. written review, reaction, and reflection to
assigned readings that discuss the qualities of
great coaches in sport.
2. Responses to interview questions from
experienced coaches on the qualities of great
coaches
3. Synthesis of the qualities of great coaches
6 Analysis-Reaction
papers (5); 10 day
Journal; Philosophy of
Coaching paper;
Successful Coach
Interview; Qualities of
a Coach
Based on:
1. written review, reaction, and reflection to
assigned readings that discuss ethical behavior
in sport.
2. Responses to interview questions from
experienced coaches on ethical behavior
3. Synthesis of ethical issues in sport.
Grading Policies and Rubrics
350 total points possible
350 – 315 =A
314 – 280 = B or Credit Grade
Below 280 points = no credit
The discernment between an A or a B is at the discretion of the instructor based on the
quality of work submitted (see assignment rubrics).
Coursework falling short of a quality equaling a B or a Credit Grade will be returned
with further instructions.
All assignments must be completed in order to receive a grade. In addition, all
assignments are expected to reflect the quality that teacher-training institutions require
of professional educators. If completed assignments do not meet this standard,
students will be notified with further instructions from the instructor.
Major Assignments
1. Analysis-Reaction Papers (10 x 25 pts. ea.) 250 points
2. 10 day Journal 50 points
3. Philosophy of Coaching - General 50 points
4. Successful Coach Interview 50 points
5. Practice Plan Preparation 50 points
6. Qualities of a Coach 50 points
Rubric for Evaluating Assignments
1. Analysis-Reaction Paper 5 10 15 20 25
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Provided a complete and thorough review of the
important elements of the reading selection.
Personal position is identifiable, reasonable, and sound.
Review showed strong understanding of attitudes,
values, and beliefs expressed in the article.
Synthesis of information demonstrates critical thinking.
Comments:
2. 10 Day Journal 10 20 30 40 50
Presentation represents a high-quality graduate level work.
Observations are recorded and relevant to the topic.
Followed required format of presentation.
Position is one chosen/researched from a sound
perspective that integrates the topic of moral and
character formation.
Comments:
3. Philosophy of Coaching – Character Paper 10 20 30 40 50
Presentation represents a high-quality graduate level work:
Writer’s voice is distinctive while being appropriate to
task and audience.
Followed required format of presentation.
Each required section was adequately presented and
developed.
Content provided practical examples that give the reader
a clear sense of your position.
Thesis supported by a variety of relevant facts,
examples, & illustrations from experience, references to
related readings, etc.
Comments:
4. Coaches Interview 10 20 30 40 50
Presentation represents a high-quality graduate level work:
Writer’s voice is distinctive while being appropriate to
task and audience.
Followed required format of presentation.
Each required section was adequately presented and
developed.
Content provided practical examples that give the reader
a clear sense of your position.
Thesis supported by a variety of relevant facts,
examples, & illustrations from experience, references to
related readings, etc.
Comments:
5. Practice Plan Preparation 10 20 30 40 50
Presentation represents a high-quality graduate level work:
Writer’s voice is distinctive while being appropriate to
Comments:
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task and audience.
Followed required format of presentation.
Each required section was adequately presented and
developed.
Content provided practical examples that give the reader
a clear sense of your position.
Thesis supported by a variety of relevant facts,
examples, & illustrations from experience, references to
related readings, etc.
6. Qualities of a Coach 10 20 30 40 50
Presentation represents a high-quality graduate level work:
Writer’s voice is distinctive while being appropriate to
task and audience.
Followed required format of presentation.
Each required section was adequately presented and
developed.
Content provided practical examples that give the reader
a clear sense of your position.
Thesis supported by a variety of relevant facts,
examples, & illustrations from experience, references to
related readings, etc.
Comments:
A score of 25 (Analysis-Reaction Paper); 50 (10 Day Journal, Philosophy of Coaching,
Coaches Interview, Practice Plan Preparation, Qualities of a Coach) indicates my work is
distinguished: all elements thoroughly detailed, clearly explained, and coherently presented.
A score of 20 (Analysis-Reaction Paper); 40 (10 Day Journal, Philosophy of Coaching,
Coaches Interview, Practice Plan Preparation, Qualities of a Coach) indicates my work is
proficient: all elements detailed, explained, and presented; few formatting errors present.
A score of 15 (Analysis-Reaction Paper); 30 (10 Day Journal, Philosophy of Coaching,
Coaches Interview, Practice Plan Preparation, Qualities of a Coach) indicates my work is
adequate: elements somewhat vague or not completely explained; some formatting errors present.
A score of 10 (Analysis-Reaction Paper); 20 (10 Day Journal, Philosophy of Coaching,
Coaches Interview, Practice Plan Preparation, Qualities of a Coach) indicates my work is
limited: missing key elements; numerous errors distracted from paper’s clarity and content.
A score of 5 (Analysis-Reaction Paper); 10 (10 Day Journal, Philosophy of Coaching,
Coaches Interview, Practice Plan Preparation, Qualities of a Coach) indicates my work is
inadequate: I did not complete the task as assigned; errors block paper’s understanding.
Instructor/Student Contact - Distance Learning Courses:
1. Student makes contact with the instructor upon receipt of all course materials.
2. Student is to contact the instructor at any time during the course to answer questions or
to discuss any point found interesting relative to the specific assignments.
3. Student is to contact the instructor upon completion of the Coaches Interview and
prior to beginning the Summary Paper – Character Plan to answer questions or to
discuss any point found interesting relative to the specific assignments.
4. All assignments are sent to the instructor upon completion of the course.
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These contacts are designed to offer an opportunity for the student and instructor to discuss
aspects of the course content. Contact can be via email, posted on a web discussion board (if
included in the course), or phone.
Grading Options
Course participants have the option of requesting a letter grade or a credit/no credit when
submitting the online grade form. Students will submit grade form when coursework has been
completed. The instructions for submitting the online grading form are as follows:
ONLINE GRADING INSTRUCTIONS
Once you have completed the course, follow the instruction below.
Login at www.fresno.edu/cpd
Click on Submit Grade Form
Complete Submit Grade Form as requested if information doesn’t self-populate
Scroll to bottom of screen, and select course that you wish to submit for grading
Select type of desired grade and acknowledge accuracy of information by checking
box; click Submit
Once you have completed the course, you may either mail all completed assignments to the
following address:
Dr. Dennis Janzen
Fresno Pacific University
5478 Night Heron Drive
Blaine, WA. 98230
Or email all of your completed work once everything is completed to:
[email protected] (PREFERRED)
References/ Resources
Websites – Coach Education
These carefully selected web pages contain very useful material to assist your efforts in
learning more about becoming an effective coach. There is a lot in this list that you can
use as the basis for class discussions, writing assignments and student activities. It is
suggested that the serious student of coaching Google some of the great coaches and
study attributes. Basketball DVDs | ChampionshipProductions.com
www.championshipproductions.com/
Search Basketball Coaching DVDs - Top Rated Basketball DVDs
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Baseball Instructional Videos | Amazon.com
www.amazon.com/
Using Video in Athletics Coaching
computing.vassar.edu/academic/facultyfocus/mccowan.html
Using Video in Athletics Coaching. Taught by: James McCowan. Course :: Technology ::
Student Response :: Challenges :: New Directions :: More Resources ...
Athletics Australia - Coaching resources
www.athletics.com.au/coaches/2474
intosport.com
www.intosport.com/
It's free to use and will appeal to anyone that plays sport, is interested in sport or wants ...
High quality sports coaching video guides ranging from Skills & Drills to ...
Speed Training Videos - Strength and Conditioning - Athletics...
www.central.edu › Athletics › Strength & conditioning
Athletics Athletics Home Coaching Skills Athletics Coach Athletics ...
www.sportplan.com/drills/Athletics/index.jsp
Track and Field Athletics Coaching www.teachpe.com/track_and_field/
Athletics Coaching home page. ... High Jump. High Jump technique explained with free to
view coaching tips and videos.
Dig Deep Athletics Training for Speed Power and Agility - YouTube
More videos for athletics coaching videos »
Coaching/Science - IAAF
www.iaaf.org/community/links/kind=11008/links.html
50+ items – iaaf.org - The official athletics website. Accessible Version ...
Achilles Tendon LinksLinks and analysis of web sites containing information ...
Athletic Body ConditioningAthletics coaching and conditioning information and ...
Ads - Why these ads?
Searches related to athletics coaching videos
instructional sports videos
videos athletic club
athletics video clips
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Recommended:
The John Wooden Website:
http://www.coachwooden.com/index2.html
Policy on Plagiarism
All people participating in the educational process at Fresno Pacific University are
expected to pursue honesty and integrity in all aspects of their academic work.
Academic dishonesty, including plagiarism, will be handled according to the
procedures set forth in the Fresno Pacific University Catalogue.
Fresno Pacific University Desired Student Outcomes
Graduate level course work reflects Fresno Pacific University’s Desired Student Learning
Outcomes as it applies to professional development to demonstrate the following:
Oral and written communication in individual and group settings
Content knowledge, and application of such knowledge in the student’s area of
interest to affect change
Reflection for personal and professional growth
Critical thinking
Computational/methodological skills to understand and expand disciplines, including
an understanding of technological systems
Other Courses Offered by this Instructor
http://ce.fresno.edu/cpd/dennis-janzen/
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